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When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools

Author

Listed:
  • Bin Ai
  • Xueshan Li
  • Guofang Li

Abstract

Every year, a number of Chinese undergraduates from urban teacher universities are selected as volunteer pre-service teachers to teach in schools located in underdeveloped rural areas. In this qualitative case study, the researchers explore four pre-service teachers’ 1-year experience as volunteer educators in rural schools, their communities of practice in the south and west of China, and present their reflections on the challenges, including how their responses (re)shaped their teacher identity. It is found that these pre-service teachers have built their social capital through rural teaching experience, and they have begun to construct their professional teacher identity within that transitional community of teaching practice. The paper contributes to discussions of pre-service teacher education and pre-service teacher identity construction in the context of secondary education in rural China and in other parts of the world.

Suggested Citation

  • Bin Ai & Xueshan Li & Guofang Li, 2022. "When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools," SAGE Open, , vol. 12(1), pages 21582440221, March.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:1:p:21582440221079910
    DOI: 10.1177/21582440221079910
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    References listed on IDEAS

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    1. Qing Qiu & Zhilong Xie & Yueya Xiong & Fen Zhou, 2021. "Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers," SAGE Open, , vol. 11(1), pages 21582440211, March.
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    Cited by:

    1. Sri Surya Dewi & Muchamad Sholakhuddin Al Fajri, 2023. "Investigating Pre-Service EFL Teachers’ Initial Motivations and Identity Formation: Evidence From an Indonesian University," SAGE Open, , vol. 13(4), pages 21582440231, November.

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